Introduction
Throughout history, teachers have made use of innovative new technologies that enhanced their instructional strategies, as they became available. Imagine the excitement they would have felt when they were able to instruct students all at the same time on a large chalkboard rather than their students’ small slates. Or the wonder of being able to show a film right in one’s own classroom, when portable film projectors were invented. Educators are experiencing the same excitement today with the explosion in access, availability, and diversity of Web 2.0 tools.
Though some teachers and school divisions have been slow to adopt new technology, or may struggle with ethical or practical concerns surrounding it, it is clear that people’s use of internet technology and related devices continues to amplify. The education ministries of the three westernmost provinces in Canada have recognized this reality and have each crafted curriculum, policy, and/or framework documents to assist teachers and school leaders implement changes that will support current and future innovations.
This has created a need for training at all levels, as teachers with varying levels of experience and interaction with online tools are expected to integrate them within their instruction. Thankfully, there are many opportunities to gain needed competencies, and one of the best places to learn how to use the internet is on the internet. The purpose of this website is to enable literacy teachers in the upper elementary grades to become confident in web tools that allow them to create, curate, and communicate information, and to collaborate with others as they do so. As teachers increase in confidence, they will be able to guide their students to gain important skills and grow in awareness.
Though some teachers and school divisions have been slow to adopt new technology, or may struggle with ethical or practical concerns surrounding it, it is clear that people’s use of internet technology and related devices continues to amplify. The education ministries of the three westernmost provinces in Canada have recognized this reality and have each crafted curriculum, policy, and/or framework documents to assist teachers and school leaders implement changes that will support current and future innovations.
This has created a need for training at all levels, as teachers with varying levels of experience and interaction with online tools are expected to integrate them within their instruction. Thankfully, there are many opportunities to gain needed competencies, and one of the best places to learn how to use the internet is on the internet. The purpose of this website is to enable literacy teachers in the upper elementary grades to become confident in web tools that allow them to create, curate, and communicate information, and to collaborate with others as they do so. As teachers increase in confidence, they will be able to guide their students to gain important skills and grow in awareness.
What is Web 2.0?
Essentially, Web 2.0 is an evolution from using the internet through static, creator-driven devices to dynamic, user-driven platforms. No longer is complicated coding or expert technical knowledge required to participate online. With a few simple clicks, almost anyone can create, curate, communicate and collaborate, and they do so in incredible numbers. According to Richardson (2010), we are in the midst of a community-driven, participatory era, which is changing our lives in significant ways. Education has been slow to adapt to these changes, however there is reason to believe that the implementation of Web 2.0 tools in schools will better prepare students with new digital literacies and competencies (p. 3, 7).
Richardson (2010) states that according to Tim Berners-Lee, the internet was always intended to be participatory, but with the development of Web 2.0 tools, the dream has been realized (p. 1). The Internet, or the Read/Write Web, has exploded, and millions of people have been enabled to craft online content themselves. For example, blogs are easy to create for anyone with basic knowledge of Web 2.0 tools. They are not only abundant but can also be very influential (Richardson, 2010, p. 2). Through similar online tools, people can now easily communicate with those whom they never would have expected to be able to connect with before, and build community with people and groups otherwise unknown to them.
The International Society for Technology in Education (2008) has published teacher standards that are used for evaluating the skills and knowledge educators need to teach, work and learn in an increasingly connected global and digital society. Web 2.0 tools enable teachers to guide and teach students in the competencies they need in order to become proficient 21st century learners. The Web 2.0 tools we present in this website are beneficial for teachers to learn in order to gain a greater understanding of the way in which their students will learn and progress through the years to come. Using these tools in a thoughtful manner will enable students to continue to connect, collaborate, communicate and curate in ways that will make the world accessible to them.
Richardson (2010) states that according to Tim Berners-Lee, the internet was always intended to be participatory, but with the development of Web 2.0 tools, the dream has been realized (p. 1). The Internet, or the Read/Write Web, has exploded, and millions of people have been enabled to craft online content themselves. For example, blogs are easy to create for anyone with basic knowledge of Web 2.0 tools. They are not only abundant but can also be very influential (Richardson, 2010, p. 2). Through similar online tools, people can now easily communicate with those whom they never would have expected to be able to connect with before, and build community with people and groups otherwise unknown to them.
The International Society for Technology in Education (2008) has published teacher standards that are used for evaluating the skills and knowledge educators need to teach, work and learn in an increasingly connected global and digital society. Web 2.0 tools enable teachers to guide and teach students in the competencies they need in order to become proficient 21st century learners. The Web 2.0 tools we present in this website are beneficial for teachers to learn in order to gain a greater understanding of the way in which their students will learn and progress through the years to come. Using these tools in a thoughtful manner will enable students to continue to connect, collaborate, communicate and curate in ways that will make the world accessible to them.
Why Should I Use Web 2.0 Tools?
Teachers and teacher-librarians are in strong positions to incorporate technology in the classroom. Most students are highly comfortable with technology, something which teachers need to adapt to and be prepared for. It is important to remember that “technology in and of itself won’t create more engaged students or better students. However, well-chosen technology resources infused into classroom instruction can create more engaged and better students” (Byrne, 2009, p. 52). Teachers and teacher-librarians must strive to take on professional development activities where they can learn how to effectively use technology in their classrooms. Brogden and Couros (2007) remind us that although the concept of traditional education is shifting, “...most learners still spend most of the school day with a teacher. Teachers, therefore, make technology integration in classrooms happen” (p. 39-40). Jimoyiannis, Tsiotakis, Roussinos, & Siorenta (2013), support this idea, stating that
“current views and perceptions of learning determine the way educational Web 2.0 has driven pedagogy so that teachers need to know not only how to use Web 2.0 tools for personal purposes but how to use them to support and enhance their students’ learning” (p. 248).
Moreover, teacher-librarians should be willing to take on a more administrative role in promoting use of Web 2.0 tools. Branch and de Groot (2011) confirm that “as school leaders who work with all teachers and students, teacher-librarians are well positioned to take on technology integration leadership roles” (p. 1). Those who are learning Web 2.0 skills will find the help and mentorship of a technology leader in their school to be invaluable.
Immersing oneself in Web 2.0 can seem overwhelming, particularly to those who have not previously used technology in the classroom. Taking small steps to become comfortable with Web 2.0 is absolutely acceptable. Students will likely be able to assist in this endeavor, as Byrne (2009) reminds us: “In many cases, your students will figure out a wiki or blog faster than you will. If you are in that position, the best thing to do is embrace it as a learning experience to share with your students” (p. 52). Branch and de Groot (2011) agree that students are often able to assist the teacher in using online technologies to create strong learning environments. They highlight the importance of being “fearless, playful and connected” when it comes to 21st century learning through technology (p. 1). It may take time to become comfortable with Web 2.0 tools, but meanwhile it is a completely worthwhile to endeavour to utilize them in the classroom. Jimoyiannis et al. (2013) summarize the importance of these tools in learning environments:
Immersing oneself in Web 2.0 can seem overwhelming, particularly to those who have not previously used technology in the classroom. Taking small steps to become comfortable with Web 2.0 is absolutely acceptable. Students will likely be able to assist in this endeavor, as Byrne (2009) reminds us: “In many cases, your students will figure out a wiki or blog faster than you will. If you are in that position, the best thing to do is embrace it as a learning experience to share with your students” (p. 52). Branch and de Groot (2011) agree that students are often able to assist the teacher in using online technologies to create strong learning environments. They highlight the importance of being “fearless, playful and connected” when it comes to 21st century learning through technology (p. 1). It may take time to become comfortable with Web 2.0 tools, but meanwhile it is a completely worthwhile to endeavour to utilize them in the classroom. Jimoyiannis et al. (2013) summarize the importance of these tools in learning environments:
“The emerging socially directed technologies of Web 2.0 have the potential to offer enhance learning opportunities by supporting students’ participation, informal conversation and reflexive dialogue, and by enabling access to a wide range of ideas and representations, collaborative content generation, lifelong competence and the development of online learning identity” (p. 250).
Curricular Connections
British Columbia
In British Columbia, the current Integrated Resource Package for Information Technology, which encompasses the Prescribed Learning Outcomes (PLOs) for each grade level, was written in 1996. While many of the PLOs can be used to help guide teachers when planning and implementing the use of technology in the classrooms, the document was written before the advent of social media, blogs, and the vast array of online resources. The PLOs contained within the Integrated Resource Package are stated in quite general terms and more specific language could be helpful.
The province of British Columbia is currently rewriting their Integrated Resource Packages to reflect the changes made in technology, and to reflect the needs of the 21st century learner. In 2010, the Premier’s Technology Council published a paper to study how BC can better prepare students to enter the workforce and the realities of 21st century learning. The fabric of a knowledge-based society is built around individuals with the ability to use information and continuously adapt to a rapidly changing globe. If BC is going to remain competitive, it must have an education system that ensures everyone, regardless of socio-economic background, is able to participate in such an increasingly demanding, knowledge-based society. Although some steps have been taken in this direction, the province needs to address the issue with greater urgency to create change that is truly transformational (Premier’s Technology Council, 2010, p. 1).
The Premier’s Technology Council (2010), also states that “Media change is affecting every aspect of our contemporary experience, and as a consequence, every school discipline needs to take responsibility for helping students master the skills and knowledge they need to function in a hypermediated environment’” (p. 10).
The BC Ministry of Education recently unveiled the BC Education Plan (2011). The Action Plan indicates that the Ministry of Education will be enacting Digital Literacy Standards for all learners, and has begun “…developing a general set of profiles describing technology literate students at key developmental points…based on the International Society for Technology in Education’s NETS standards, and then correlated to BC’s core competencies” (pg. 4).
The BC Education Plan (2011) also provides a link to the proposed Digital Literacy Standards (n.d.) that should be implemented within BC schools. The Digital Literacy Standards list nine elements of digital literacy, which are “participation, access, integration, analysis, evaluation, management, creation, communication, and empowerment” (para. 2). The document also includes suggested activities that can be used with students at various grade levels. There is currently no published date set for the implementation of the new BC Education plan.
The province of British Columbia is currently rewriting their Integrated Resource Packages to reflect the changes made in technology, and to reflect the needs of the 21st century learner. In 2010, the Premier’s Technology Council published a paper to study how BC can better prepare students to enter the workforce and the realities of 21st century learning. The fabric of a knowledge-based society is built around individuals with the ability to use information and continuously adapt to a rapidly changing globe. If BC is going to remain competitive, it must have an education system that ensures everyone, regardless of socio-economic background, is able to participate in such an increasingly demanding, knowledge-based society. Although some steps have been taken in this direction, the province needs to address the issue with greater urgency to create change that is truly transformational (Premier’s Technology Council, 2010, p. 1).
The Premier’s Technology Council (2010), also states that “Media change is affecting every aspect of our contemporary experience, and as a consequence, every school discipline needs to take responsibility for helping students master the skills and knowledge they need to function in a hypermediated environment’” (p. 10).
The BC Ministry of Education recently unveiled the BC Education Plan (2011). The Action Plan indicates that the Ministry of Education will be enacting Digital Literacy Standards for all learners, and has begun “…developing a general set of profiles describing technology literate students at key developmental points…based on the International Society for Technology in Education’s NETS standards, and then correlated to BC’s core competencies” (pg. 4).
The BC Education Plan (2011) also provides a link to the proposed Digital Literacy Standards (n.d.) that should be implemented within BC schools. The Digital Literacy Standards list nine elements of digital literacy, which are “participation, access, integration, analysis, evaluation, management, creation, communication, and empowerment” (para. 2). The document also includes suggested activities that can be used with students at various grade levels. There is currently no published date set for the implementation of the new BC Education plan.
Alberta
Alberta Education has promoted a strong Information and Communications Technology (ICT) curriculum and its integration with other subjects from Kindergarten to Grade 12. The main rationale behind it comes from the belief that “ICT is significantly enhancing and altering human activity, and enabling us to live, work and think in ways that most of us never thought possible ” (Alberta Learning, 2003, p. 1). Based on the belief, the Albertan students need to be educated as those who are able “to understand, to use, and to apply ICT in effective, efficient, and ethical ways” (Alberta Learning, 2000, p. 1).
Through the ICT curriculum in Alberta, students will learn;
● That, although technology is often complex, it is simply "a way of doing things"
● About the impact of technologies in their lives and workplaces
● How to determine which processes, tools and techniques to use, and when to use them
● How to use and apply a variety of information and communication technologies to problem solving, decision making, inquiring and researching in the context of other subject matter. (Alberta Learning, 2003, p. 1).
The ICT curriculum objectives above are broken down into three categories: Communications, Foundations and Processes (Figure 1). The communication skills require that students become the persons who are able to “use a variety of processes to critically assess information, manage inquiry, solve problems, do research and communicate with a variety of audiences ” (Alberta Learning, 2003, p. 2). The foundational and process skills enable students to understand the nature of and role of technology and how to physically and mechanically use the technological tools.
Through the ICT curriculum in Alberta, students will learn;
● That, although technology is often complex, it is simply "a way of doing things"
● About the impact of technologies in their lives and workplaces
● How to determine which processes, tools and techniques to use, and when to use them
● How to use and apply a variety of information and communication technologies to problem solving, decision making, inquiring and researching in the context of other subject matter. (Alberta Learning, 2003, p. 1).
The ICT curriculum objectives above are broken down into three categories: Communications, Foundations and Processes (Figure 1). The communication skills require that students become the persons who are able to “use a variety of processes to critically assess information, manage inquiry, solve problems, do research and communicate with a variety of audiences ” (Alberta Learning, 2003, p. 2). The foundational and process skills enable students to understand the nature of and role of technology and how to physically and mechanically use the technological tools.
Saskatchewan
The direction for the use of technology within the Saskatchewan education system is outlined in a Ministry of Education document (2013) titled, “Technology in Education Framework: Teaching and Learning, Administrative Operations, Provincial Infrastructures.” It states, “Saskatchewan’s PreK-12 education system fosters and promotes digital fluency and the infusion of technology in teaching and learning to improve outcomes for all students.” This will be accomplished, “. . . through the use of real-world tools and processes” (Ministry of Education, 2013, pg. 1). The tools and processes that teachers use will likely be constantly evolving, but what is important is the disposition that values providing the infrastructure to make it possible to use them.
It recognizes that, “The acquisition of skills and dispositions related to technology is fundamental in an information age and knowledge-based society; technology use is no longer just an option for our students and teachers, but a fundamental literacy” (Ministry of Education, 2013, pg. 1). Specific outcomes and indicators are provided to support the development of digital literacy and fluency in Saskatchewan classrooms. Digital fluency is defined as, “. . . the development of strategic, innovative, and ethical producers, consumers, and managers of information, communications, media, and processes within evolving digital landscapes” (Ministry of Education, 2013, pg. 3). As with reading fluency , students will be on a continuum of proficiency in terms of their digital fluency.
Educators are expected to develop the expertise to effectively incorporate and use appropriate technologies to help students achieve curricular outcomes. The curriculum requires that students “. . . [understand] fundamental disciplinary constructs, create knowledge and insight, gather and process information, generate ideas, make conceptual connections, think and work like subject area experts, and represent and share their understandings” (Ministry of Education, 2013, pg. 3). We can assume that in order to meet these goals, students must acquire a range of technical and conceptual skills.
Web 2.0 tools are a critical ingredient in helping to meet the goals outlined in the Saskatchewan Curriculum. It is imperative that educators and students familiarize themselves with the inherent benefits of integrating technology with learning and that critical thought and planning be used to consider how such tools can be used to impact and advance learning goals for students.
It recognizes that, “The acquisition of skills and dispositions related to technology is fundamental in an information age and knowledge-based society; technology use is no longer just an option for our students and teachers, but a fundamental literacy” (Ministry of Education, 2013, pg. 1). Specific outcomes and indicators are provided to support the development of digital literacy and fluency in Saskatchewan classrooms. Digital fluency is defined as, “. . . the development of strategic, innovative, and ethical producers, consumers, and managers of information, communications, media, and processes within evolving digital landscapes” (Ministry of Education, 2013, pg. 3). As with reading fluency , students will be on a continuum of proficiency in terms of their digital fluency.
Educators are expected to develop the expertise to effectively incorporate and use appropriate technologies to help students achieve curricular outcomes. The curriculum requires that students “. . . [understand] fundamental disciplinary constructs, create knowledge and insight, gather and process information, generate ideas, make conceptual connections, think and work like subject area experts, and represent and share their understandings” (Ministry of Education, 2013, pg. 3). We can assume that in order to meet these goals, students must acquire a range of technical and conceptual skills.
Web 2.0 tools are a critical ingredient in helping to meet the goals outlined in the Saskatchewan Curriculum. It is imperative that educators and students familiarize themselves with the inherent benefits of integrating technology with learning and that critical thought and planning be used to consider how such tools can be used to impact and advance learning goals for students.
Professional Development
A tremendous benefit of completing professional development related to Web 2.0 tools is its online availability. Teachers are no longer restricted to completing professional development during specified ‘Pro-D’ days. Online webinars, tutorials and other training sessions are available essentially anytime, whenever the teacher has the time available to set aside for this learning. Cruickshank (2009) argues that “the most accessible way to get up to speed on technology integration and training is through technology itself. The Web provides abundant opportunities for both self-directed education and more structured training -- great ways to use immersion to become familiar with new technology tools and processes” (para. 9).
Dembo & Fryer (2012) recommend using podcasts and webinars for in completing professional development.
Dembo & Fryer (2012) recommend using podcasts and webinars for in completing professional development.
“Many podcasts and webinar options are available today that are either free or very inexpensive….By using podcasts and webinars for professional development, educators in large and small schools can enjoy access to innovative, cutting-edge ideas as well as other classroom teachers sharing best practices” (p. 28).
Dembo & Fryer also state that “podcasts and webinars offer opportunities for educators to shift the time and place of their learning, listening to, and reflecting on ideas to the schedule and location most convenient for them” (p. 25).
Pan & Franklin (2011) comment that there is a significant gap in use and understanding of technology between students and teachers. This must be addressed before technology can be effectively utilized in the classroom. They highlight the importance of teachers’ involvement in Web 2.0 Pro-D, because “the more teachers participate in professional development, the more they implement technologies into their instruction and the more confident they are in the use of technology (p. 30). It is clear that the more teachers feel comfortable with using Web 2.0 tools, the more likely they will be to use them in their classroom instruction. Pan & Franklin’s (2011) study concluded that “teachers’ self-efficacy is a strong predictor for the integration of Web 2.0 tools in school classrooms (p. 33).
Pan & Franklin (2011) comment that there is a significant gap in use and understanding of technology between students and teachers. This must be addressed before technology can be effectively utilized in the classroom. They highlight the importance of teachers’ involvement in Web 2.0 Pro-D, because “the more teachers participate in professional development, the more they implement technologies into their instruction and the more confident they are in the use of technology (p. 30). It is clear that the more teachers feel comfortable with using Web 2.0 tools, the more likely they will be to use them in their classroom instruction. Pan & Franklin’s (2011) study concluded that “teachers’ self-efficacy is a strong predictor for the integration of Web 2.0 tools in school classrooms (p. 33).
Conclusion
The sheer volume of information available online, as well as the number of online tools, could very well be overwhelming, especially for those teachers or educational leaders who have limited experience with Web 2.0 tools. As teachers and teacher-librarians engage in learning journeys with technology, they will find that their transferable competencies will grow, giving them the confidence to not only be a technology leader for their students, but for the whole school. Within the framework of provincial education policies, they will be able to engage with others in their community and abroad who share their passions and interests and are ready and willing to learn together.
Web 2.0 tools are the tools of our time, and it is up to teachers to embrace them and use them to their fullest potential within the classroom and the educational program of the school. As teachers in every era have done, teachers of today can embrace new technology with the excitement and enthusiasm that will ensure it is used for our students’ best interest – their learning.
Web 2.0 tools are the tools of our time, and it is up to teachers to embrace them and use them to their fullest potential within the classroom and the educational program of the school. As teachers in every era have done, teachers of today can embrace new technology with the excitement and enthusiasm that will ensure it is used for our students’ best interest – their learning.
References
Alberta Learning. (2003). Information and communication technology (K-12) program of studies. Received on November 17th, 2004 from http://education.alberta.ca/teachers/program/ict/programs.aspx.
Branch, J. & de Groot, J. (2011). Fearless, playful and connected: Empowering teacher-librarians through an exploration of Web 2.0. IASL Conference Reports, 1-15. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://search.proquest.com/docview/1221249385?accountid=14474
Brogden, L. & Couros, A. (2007). Toward a philosophy of technology and education. Delta Kappa Gamma Bulletin, 73(2), 37-42. Retrieved from http://eds.b.ebscohost.com.login.ezproxy.library.ualberta.ca/eds/pdfviewer/pdfviewer?vid=4&sid=d224af3e-dc79-42ef-9801-3e8e36d5dbfb@sessionmgr110&hid=119
Byrne, R. (2009). The effect of Web 2.0 on teaching and learning. Teacher Librarian, 37(2), 50-53. Retrieved from http://eric.ed.gov/?id=EJ869561
Cruickshank, D. (2009, May 27). Technology tools get teachers started. Edutopia. Retrieved from: http://www.edutopia.org/dg-manual
Dembo, S. & Fryer, W. (2012). Podcasts and webinars. In S. McLeod & C. Lehmann (Eds.), What school leaders need to know about digital technologies and social media (pp.25-36). San Francisco, CA: Jossey-Bass.
International Society for Teachers in Education. (2008). ISTE Standards: Teachers. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
Jimoyiannis, A., Tsiotakis, P, Roussinos, D. & Siorenta, A. (2013). Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for pedagogy 2.0. Australasian Journal of Educational Technology, 29(2), 248-267. Retrieved from http://eds.b.ebscohost.com.login.ezproxy.library.ualberta.ca/eds/pdfviewer/pdfviewer?vid=4&sid=14a61149-2c96-4f13-a5b8-3d680d5f6a4d@sessionmgr113&hid=119
Ministry of Education - Government of British Columbia. (n.d.) Digital literacy standards. Retrieved from: http://www.bced.gov.bc.ca/dist_learning/dig_lit_standards.htm
Ministry of Education - Government of British Columbia. (1996). Integrated resource package: Information technology. Retrieved from: https://www.bced.gov.bc.ca/irp/pdfs/resdocs/itk7.pdf
Ministry of Education - Government of British Columbia (2011). BC education plan. Retrieved from: http://www.bcedplan.ca/actions/technology.php
Ministry of Education - Government of Saskatchewan. (2013, June). Technology in education framework: Teaching and learning, administrative operations, provincial infrastructures. Retrieved from http://www.education.gov.sk.ca/TEF/english
Pan, S. & Franklin, T. (2011). In-service teachers’ self-efficacy, professional development, and web 2.0 tools for integration. New Horizons in Education, 59(3), 28-40. Retrieved from http://eric.ed.gov/?id=EJ955543
Premier’s Technology Council (2010, December). A vision of 21st century education. Retrieved from: http://www.gov.bc.ca/premier/attachments/PTC_vision%20for_education.pdf
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, California: Corwin.
Branch, J. & de Groot, J. (2011). Fearless, playful and connected: Empowering teacher-librarians through an exploration of Web 2.0. IASL Conference Reports, 1-15. Retrieved from http://login.ezproxy.library.ualberta.ca/login?url=http://search.proquest.com/docview/1221249385?accountid=14474
Brogden, L. & Couros, A. (2007). Toward a philosophy of technology and education. Delta Kappa Gamma Bulletin, 73(2), 37-42. Retrieved from http://eds.b.ebscohost.com.login.ezproxy.library.ualberta.ca/eds/pdfviewer/pdfviewer?vid=4&sid=d224af3e-dc79-42ef-9801-3e8e36d5dbfb@sessionmgr110&hid=119
Byrne, R. (2009). The effect of Web 2.0 on teaching and learning. Teacher Librarian, 37(2), 50-53. Retrieved from http://eric.ed.gov/?id=EJ869561
Cruickshank, D. (2009, May 27). Technology tools get teachers started. Edutopia. Retrieved from: http://www.edutopia.org/dg-manual
Dembo, S. & Fryer, W. (2012). Podcasts and webinars. In S. McLeod & C. Lehmann (Eds.), What school leaders need to know about digital technologies and social media (pp.25-36). San Francisco, CA: Jossey-Bass.
International Society for Teachers in Education. (2008). ISTE Standards: Teachers. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
Jimoyiannis, A., Tsiotakis, P, Roussinos, D. & Siorenta, A. (2013). Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for pedagogy 2.0. Australasian Journal of Educational Technology, 29(2), 248-267. Retrieved from http://eds.b.ebscohost.com.login.ezproxy.library.ualberta.ca/eds/pdfviewer/pdfviewer?vid=4&sid=14a61149-2c96-4f13-a5b8-3d680d5f6a4d@sessionmgr113&hid=119
Ministry of Education - Government of British Columbia. (n.d.) Digital literacy standards. Retrieved from: http://www.bced.gov.bc.ca/dist_learning/dig_lit_standards.htm
Ministry of Education - Government of British Columbia. (1996). Integrated resource package: Information technology. Retrieved from: https://www.bced.gov.bc.ca/irp/pdfs/resdocs/itk7.pdf
Ministry of Education - Government of British Columbia (2011). BC education plan. Retrieved from: http://www.bcedplan.ca/actions/technology.php
Ministry of Education - Government of Saskatchewan. (2013, June). Technology in education framework: Teaching and learning, administrative operations, provincial infrastructures. Retrieved from http://www.education.gov.sk.ca/TEF/english
Pan, S. & Franklin, T. (2011). In-service teachers’ self-efficacy, professional development, and web 2.0 tools for integration. New Horizons in Education, 59(3), 28-40. Retrieved from http://eric.ed.gov/?id=EJ955543
Premier’s Technology Council (2010, December). A vision of 21st century education. Retrieved from: http://www.gov.bc.ca/premier/attachments/PTC_vision%20for_education.pdf
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, California: Corwin.
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